Harcourt. DRAFT Grade 1 Unit 4. Option: Using an Anchor Activity. The purpose
of an anchor activity is to reinforce, deepen, and extend students' understanding.
Harcourt
DRAFT Grade 1 Unit 4
Option: Using an Anchor Activity The purpose of an anchor activity is to reinforce, deepen, and extend students’ understanding of the concepts presented in a unit. It provides meaningful tasks for students to work on while the teacher is working with another group or when the student has completed an assignment. Using anchor activities creates a productive work environment and is an efficient use of students’ time. An anchor is to be completed over a period of time—anywhere from a week to a grading period. A student does the work independent of the teacher either individually or with a partner. It is important that all work in an anchor activity “count” and that students do not perceive it as busy work. The work may include: • • • •
long-term projects selected games journal writing commercial kits
• • • •
learning centers/packets selected websites creating games, books, etc. books related to math
The following is a suggested sequence for implementing an anchor activity: 1. Introduce the anchor at the beginning of a new unit with all the resources needed readily available. 2. Teach the whole class to work independently and quietly on the anchor activity. 3. Provide time for practice of activity and procedures. 4. Begin small group instruction by alternating groups. Group works on anchor activity.
Other group receives instruction from teacher.
In summary, anchors work best when: • expectations are clear. • tasks are taught and practiced beforehand. • students are held accountable for on-task behavior and completing work.
Grade 1 Unit 4 Anchor Activity The following anchor activity presents students with tasks and games involving geometry to be done individually or with a partner throughout the unit. The anchor is tiered and suggests activities that are related to on and above grade level indicators. Games may be introduced to the whole class, then placed in a math center for students to play when finished with assigned classwork. Everyday Math Students continue to play the games or add to the activities suggested in Everyday Math. The Attribute Game TG p. 571 2.1.1.1, 3.1.1.1 Building and Drawing a Pattern Block Design TG p. 577 2.1.1.1, 2.1.3.1 Activities for Symmetry TG p. 595 2.2.4.1, 2.2.4.2
Hot Math Topics Some cards suggested below may be used by either group. Generally, Hot Math Topics is sequenced from least difficult cards to most difficult cards. Direct students to respond to task cards and explain their reasoning in a math journal. Read the introduction for more suggestions on management. Hot Math Topics: Spatial Sense, Gr. 1 Indicator 2.1.1.1 2.1.1.2 3.1.1.1 2.1.4.1 2.1.3.1 2.1.5.1 3.1.2.1 3.1.3.1
Task Cards 7, 11, 15, 20, 24, 41, 44, 50, 52, 61, 65, 72, 75, 81, 85, 93 10, 12, 27, 49, 52, 79, 88, 91, 93, 97 9, 13, 36, 47, 94 43, 45 7, 29, 32, 53, 54, 59, 68, 81, 95, 96 62 28, 46, 66 1, 9, 30, 42, 48, 51, 78, 92, 98
Hot Math Topics: Spatial Sense and Measurement, Gr. 2 Indicator Task Cards 2.2.1.1 1, 8, 10, 14, 15, 23, 31, 33, 35, 49, 55, 64, 65, 70, 71, 85 2.2.3.1 27, 90 2.2.1.2 20, 30, 37, 44 2.2.4.1, 2.2.4.2 34, 60, 78 3.2.3.1 4, 11, 19, 22, 24, 30, 36, 39, 43, 48, 51, 54, 58, 61, 62 3.2.4.1 2, 6, 7, 12, 17, 18, 21, 25, 26, 28, 29, 32, 38, 40, 41, 42, 46, 53, 57, 63, 68, 73, 75, 81
20 Thinking Questions, Grades 1-3 The questions from 20 Thinking Questions are written as lessons, but may be used in centers for independent practice after students have had similar instruction using manipulatives. Teachers may choose to photocopy the question page on card stock. For follow-up, select questions from “Questions for Discussion” and “Journal Reflection” at the end of each lesson. Ask students to respond in their math journals. Students may choose one question card, since they cover a similar topic. Indicator 2.2.1.1, 2.2.3.1, 2.2.1.2 2.1.4.1, 3.1.3.1 2.1.1.1, 2.1.3.1
20 Thinking Questions… Linkercubes
Question 17: Can you find all 12 shapes?
Pattern Blocks
1: Can you order your blocks from tallest to shortest? 15: Can you build my shape?
Pattern Blocks
Navigating Through Geometry in Prekindergarten-Grade 2 The tasks from Navigating Through Geometry are written as 5E lessons. The lessons offer a variety of learning experiences, both independent and cooperative. 2.2.1.1 “Name That Block” Students identify the attributes of 2-D and 3-D figures by identifying blocks, describing blocks, and participating in a scavenger hunt. 2.2.1.1 “Cutting Corners” Students explore sides, vertices, and congruency of smaller shapes that can be created from larger shapes. 2.2.4.2 “Cut Outs” Students make predictions about lines of symmetry using paper cutting. 2.2.3.1 “Skeletons” After visualizing edges and vertices of 3-D figures, students create 3-D shapes using toothpicks, clay, and/or gumdrops. The Super Source Grades K-2 Tasks from The Super Source books include an introduction by the teacher, an “on their own” section, and a “thinking and sharing” section. There is also an extension section to each lesson. Indicator 3.1.1.1 3.1.1.1 3.1.3.1 2.2.5.1 2.1.1.1
The Super Source… Snap Cubes Pattern Blocks
Task Title
Page
How Long Is It? The Human Balance Scale
30 82
Three in a Row Who am I?
78 82
Shapes Scavenger Hunt
2.1.1.1, 2.1.1.2, 2.1.3.1, 2.1.5.1 2.2.1.1, 2.2.3.1, 2.2.1.2, 2.2.4.1, 2.2.4.2, 2.2.5.1 Students practice identifying, describing, and classifying 2-D and 3-D shapes found in their surroundings (classroom, playground, home, etc.). • • • •
If possible, photocopy Shapes Scavenger Hunt student page onto 11x17 paper to enlarge it by 125% percent. This will give students ample space for drawing and labeling. Provide multiple copies of the word bank to allow students who need writing support to cut and paste labels. Provide the word bank that includes pictures to students who need reading support. When necessary modify the number of columns students need to complete by selectively photocopying the record sheet.
Students should add to their scavenger hunt results throughout the unit as they master new geometry terms. Students should have time to share and display their results.
Description of Item
Name of Item
Geometry Word(s)
Drawing
Shapes Scavenger Hunt
Word Bank •circle •square •rectangle •triangle •hexagon •sphere •cube •cylinder •cone •congruent
Word Bank •circle •square •triangle •hexagon •cube •cylinder •pyramid •vertices •faces •edges •line of symmetry •rectangular prism
•rectangle •sphere •cone •congruent •vertices
Word Bank circle
square
rectangle
triangle
hexagon
cylinder
cone
cube
sphere
congruent
“Geometry Word” Labels Directions- Cut along black lines
circle
circle
circle
triangle
triangle
triangle
cube
cube
cube
congruent
congruent
congruent
congruent
congruent
congruent
square
square
square
hexagon
hexagon
hexagon
cylinder
cylinder
cylinder
rectangle
rectangle
rectangle
sphere
sphere
sphere
cone
cone
cone
“Geometry Word” Labels
Directions- Cut along black lines
circle circle circle triangle triangle triangle cube cube cube pyramid pyramid pyramid faces faces faces line of line of line of symmetry symmetry symmetry square square square hexagon hexagon hexagon cylinder cylinder cylinder rectangular rectangular rectangular prism prism prism edges edges edges rectangle rectangle rectangle sphere sphere sphere cone cone cone vertices vertices vertices congruent congruent congruent
